Gregory Schraw
Biographic Data
| ID | 3529713 |
|---|---|
| NAME | Gregory Schraw |
| GIVEN NAMES | Gregory |
| FAMILY NAME | Schraw |
| SIGNATURE | SCHRAW G |
| AFFILIATIONS | University of Nebraska–Lincoln |
| VERIFIED | No |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 22 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Assessment & Evaluation in Higher Education Using the margin of error statistic to examine the effects of aggregating student evaluations of teaching
We proposed an extended form of the Govindarajulu and Barnett margin of error (MOE) equation and used it with an analysis of variance experimental design to examine the effects of aggregating student evaluations of teaching (SET) ratings on the MOE statistic. The interpretative validity of SET ratings can be questioned when the number of students enrolled in a course is low or when the response rate is low. A possible method of improving interpre…
Using the sampling margin of error to assess the interpretative validity of student evaluations of teaching
We present an equation, derived from standard statistical theory, that can be used to estimate sampling margin of error for student evaluations of teaching (SETs). We use the equation to examine the effect of sample size, response rates and sample variability on the estimated sampling margin of error, and present results in four tables that allow users to assess the interpretative validity (IV) of a SET score for a specific evaluation context. In…
The Effect of Diagrams on Online Reading Processes and Memory
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate…
A conceptual analysis of five measures of metacognitive monitoring
Promoting Argument-Counterargument Integration in Students' Writing
It is important, when writing opinion essays, for students to consider and integrate both arguments and counterarguments to develop a final conclusion. In this article, the authors explored the effect of criteria instruction and a graphic organizer to promote integration of arguments and counterarguments. The researchers randomly assigned 84 participants from an undergraduate educational psychology course to 1 of 4 conditions: training only, orga…
Doing the things we do
The authors conducted a grounded theory study of academic procrastination to explore adaptive and maladaptive aspects of procrastination and to help guide future empirical research. They discuss previous research on the definition and dimensionality of procrastination and describe the study in which interview data were collected in 4 stages, identifying 33 initial categories and 29 macrothemes. Findings were validated by member checks. The author…
Relevance and Goal-Focusing in Text Processing
Promoting Self-Regulation in Science Education
A Monte Carlo Comparison of Measures of Relative and Absolute Monitoring Accuracy
Researchers studying monitoring accuracy currently use two different indexes to estimate accuracy: relative accuracy and absolute accuracy. The authors compared the distributional properties of two measures of monitoring accuracy using Monte Carlo procedures that fit within these categories. They manipulated the accuracy of judgments (i.e., chance level or 60% and above) and the number of items per test (i.e., 20, 50, or 1,000) using 10,000 compu…
Situational Interest
Promoting general metacognitive awareness
Readers' Implicit Models of Reading
S We examined the relationship between readers' implicit models of the reading process (i.e., tacit, systematic assumptions about the role of the reader) and reader engagement. A factor analysis of a self‐report inventory produced two factors. Factor 1 corresponded to a transmission model (i.e., beliefs that meaning is transmitted from the author and/or text). Factor 2 corresponded to a transactional model (i.e., beliefs that meaning is construct…
Metacognitive theories
The Perils of Criticism
Suzanne Wade, Patricia Alexander, Gregory Schraw, Jonna Kulikowich, The Perils of Criticism: Response to Goetz and Sadoski, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 512-515
Components of metaphoric processing
Assessing Metacognitive Awareness
Validation of a Measure of Learning and Performance Goal Orientations
This study investigated the psychometric properties of an instrument (i.e., the Goals Inventory) that measured learning and performance goal orientations. Test-retest reliability estimates for the learning and performance goal scales were r = .73 and r = .76, respectively. Internal consistency estimates were assessed using Cronbach's alpha. These values were .80 and .75, respectively. Convergent and divergent validity were evaluated by comparing …
Epistemological Beliefs and Reflective Judgement
We tested the hypothesis that 4 epistemological beliefs, i.e., beliefs about the nature and acquisition of knowledge, proposed by Schommer in 1990, were related to observed differences in epistemological reasoning. Based on their responses to a philosophical dilemma, 125 college undergraduates and graduate students were assigned to 1 of 7 levels of the Reflective Judgement Model by Kitchener and King. 4 independent epistemological beliefs were us…
Seduction of the Strategic Reader
Suzanne E. Wade, Gregory Schraw, William M. Buxton, Michael T. Hayes, Seduction of the Strategic Reader: Effects of Interest on Strategies and Recall, Reading Research Quarterly, Vol. 28, No. 2 (Apr. - May - Jun., 1993), pp. 92-114
An Analysis of Spontaneous Study Strategies
Metaphor, Idiom, and Figuration
Metaphor, specifically, and figurative language, generally, have been of interest to philosophers and literary theorists since Aristotle's Poetics. Yet we still lack clear criteria for what it means for an expression to be figurative, and how this is to be distinguished from literal usage. We argue here that this question has remained unanswered, in part, because it has been misconceived. One important source of misunderstanding has been the almo…
Preferences for idioms
Seduction of the Strategic Reader
Suzanne E. Wade, Gregory Schraw, William M. Buxton, Michael T. Hayes, Seduction of the Strategic Reader: Effects of Interest on Strategies and Recall, Reading Research Quarterly, Vol. 28, No. 2 (Apr. - May - Jun., 1993), pp. 92-114
Readers' Implicit Models of Reading
S We examined the relationship between readers' implicit models of the reading process (i.e., tacit, systematic assumptions about the role of the reader) and reader engagement. A factor analysis of a self‐report inventory produced two factors. Factor 1 corresponded to a transmission model (i.e., beliefs that meaning is transmitted from the author and/or text). Factor 2 corresponded to a transactional model (i.e., beliefs that meaning is construct…
The Effect of Diagrams on Online Reading Processes and Memory
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate…
Preferences for idioms
An Analysis of Spontaneous Study Strategies
The Perils of Criticism
Suzanne Wade, Patricia Alexander, Gregory Schraw, Jonna Kulikowich, The Perils of Criticism: Response to Goetz and Sadoski, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 512-515
Components of metaphoric processing
Preferences for idioms
Metaphor, Idiom, and Figuration
Metaphor, specifically, and figurative language, generally, have been of interest to philosophers and literary theorists since Aristotle's Poetics. Yet we still lack clear criteria for what it means for an expression to be figurative, and how this is to be distinguished from literal usage. We argue here that this question has remained unanswered, in part, because it has been misconceived. One important source of misunderstanding has been the almo…
An Analysis of Spontaneous Study Strategies
Seduction of the Strategic Reader
Suzanne E. Wade, Gregory Schraw, William M. Buxton, Michael T. Hayes, Seduction of the Strategic Reader: Effects of Interest on Strategies and Recall, Reading Research Quarterly, Vol. 28, No. 2 (Apr. - May - Jun., 1993), pp. 92-114
Assessing Metacognitive Awareness
Validation of a Measure of Learning and Performance Goal Orientations
This study investigated the psychometric properties of an instrument (i.e., the Goals Inventory) that measured learning and performance goal orientations. Test-retest reliability estimates for the learning and performance goal scales were r = .73 and r = .76, respectively. Internal consistency estimates were assessed using Cronbach's alpha. These values were .80 and .75, respectively. Convergent and divergent validity were evaluated by comparing …
Epistemological Beliefs and Reflective Judgement
We tested the hypothesis that 4 epistemological beliefs, i.e., beliefs about the nature and acquisition of knowledge, proposed by Schommer in 1990, were related to observed differences in epistemological reasoning. Based on their responses to a philosophical dilemma, 125 college undergraduates and graduate students were assigned to 1 of 7 levels of the Reflective Judgement Model by Kitchener and King. 4 independent epistemological beliefs were us…
Metacognitive theories
The Perils of Criticism
Suzanne Wade, Patricia Alexander, Gregory Schraw, Jonna Kulikowich, The Perils of Criticism: Response to Goetz and Sadoski, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 512-515
Components of metaphoric processing
Readers' Implicit Models of Reading
S We examined the relationship between readers' implicit models of the reading process (i.e., tacit, systematic assumptions about the role of the reader) and reader engagement. A factor analysis of a self‐report inventory produced two factors. Factor 1 corresponded to a transmission model (i.e., beliefs that meaning is transmitted from the author and/or text). Factor 2 corresponded to a transactional model (i.e., beliefs that meaning is construct…
Promoting general metacognitive awareness
Situational Interest
Promoting Self-Regulation in Science Education
A Monte Carlo Comparison of Measures of Relative and Absolute Monitoring Accuracy
Researchers studying monitoring accuracy currently use two different indexes to estimate accuracy: relative accuracy and absolute accuracy. The authors compared the distributional properties of two measures of monitoring accuracy using Monte Carlo procedures that fit within these categories. They manipulated the accuracy of judgments (i.e., chance level or 60% and above) and the number of items per test (i.e., 20, 50, or 1,000) using 10,000 compu…
Promoting Argument-Counterargument Integration in Students' Writing
It is important, when writing opinion essays, for students to consider and integrate both arguments and counterarguments to develop a final conclusion. In this article, the authors explored the effect of criteria instruction and a graphic organizer to promote integration of arguments and counterarguments. The researchers randomly assigned 84 participants from an undergraduate educational psychology course to 1 of 4 conditions: training only, orga…
Doing the things we do
The authors conducted a grounded theory study of academic procrastination to explore adaptive and maladaptive aspects of procrastination and to help guide future empirical research. They discuss previous research on the definition and dimensionality of procrastination and describe the study in which interview data were collected in 4 stages, identifying 33 initial categories and 29 macrothemes. Findings were validated by member checks. The author…
Relevance and Goal-Focusing in Text Processing
A conceptual analysis of five measures of metacognitive monitoring
The Effect of Diagrams on Online Reading Processes and Memory
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate…
Using the sampling margin of error to assess the interpretative validity of student evaluations of teaching
We present an equation, derived from standard statistical theory, that can be used to estimate sampling margin of error for student evaluations of teaching (SETs). We use the equation to examine the effect of sample size, response rates and sample variability on the estimated sampling margin of error, and present results in four tables that allow users to assess the interpretative validity (IV) of a SET score for a specific evaluation context. In…
Assessment & Evaluation in Higher Education Using the margin of error statistic to examine the effects of aggregating student evaluations of teaching
We proposed an extended form of the Govindarajulu and Barnett margin of error (MOE) equation and used it with an analysis of variance experimental design to examine the effects of aggregating student evaluations of teaching (SET) ratings on the MOE statistic. The interpretative validity of SET ratings can be questioned when the number of students enrolled in a course is low or when the response rate is low. A possible method of improving interpre…
Psychology (20 works) · Computer Science (10 works) · Cognitive psychology (9 works) · Innovative Teaching and Learning Methods (9 works) · Cognition (8 works) · Educational Strategies and Epistemologies (7 works) · Linguistics (6 works) · Mathematics education (6 works) · Philosophy (6 works) · Cognitive science (5 works)